Midterm Multicultural*
types of racism
1. individual racism 2. institutional racism 3. structural racism 4. covert racism 5. covert, unintentional racism 6. covert, intentional 7. symbolic racism 8. aversive racism 9. overt racism
egalitarianism
encouraging children to value individual qualities over racial group membership
invisible
even if you dont see it, it is happening
emic perspective
examines one culture from within that culture -attempts to derie what is meaningful among group members -"the indigenous and cultural psychology" -culturally specific approach -of culture is ultimately a perspective focus on the intrinsic cultural distinctions that are meaningful to the members of a given society, often considered to be an 'insider's' perspective. While this perspective stems from the concept of immersion in a specific culture, the emic participant isn't always a member of that culture or society.
acculturation
experiences and changes that groups and individuals undergo when they come in contact with a different culture -immigrants have time to prepare for acculturation versus refugees -PROCESS not an outcome Ex: language, women working
behavioral interventions
for prejudice reduction use personal contact with individuals of negatively-stereotyped groups, as well as behavioral feedback, to help break down stareotypes and build liking and trust
discrimination
(behavior component) a negative behavior toward a group or its members based upon their categorization Ex: Asian individual may not be selected for an assignment because it is assumed that this individual's collectivistic tendencies will not allow him or her to be creative enough -harassing comments, including inappropriate jokes, insults, name-calling, etc. discrimination in hiring (based on race, gender, ex:pregnancy)
stereotype
(cognitive component of categorization) a generalization about a group or its members based upon their categorization. -can be an accurate reflection of a group's norm; can be an onvergeneralization, applying the norm to every member of the group or not allowing for variation about this norm; or can be simply inaccurate. -cognitive categorizations of people made on the basis of some demographic characteristic and do not necessarily convey positive or negative evaluations. Ex: Asians tend to be more collectivistic than whites is an accurate stereotype. To insist that all Asians are collectivistic is an overgeneralization.
prejudice
(evaluative component) a judgment about a group or its members on the basis of their categorization -can be positive or negative, typically thought to be negative Ex: someone may be prejudice against Asians because they are collectivistic and tend to suppress individual freedoms or not express individualistic creativities.
stage 6 (direction for change)
): when we start to make changes and this really happens when the discomfort starts to outweigh the comfort. -interruption in the cycle -the most effective way to do this is to work as allies and with allies. It wont work if we are operating out of fear and guilt or if we are working in isolation. If we are working together from a place of empowerment it will work.
• Berry's Model of Acculturation (four different statuses)
-Berry has a model for understanding the strategies that people use in acculturation 1. Integration: the individual maintains his or her own culture identity while at the same time becomes a participant in the host culture 2. Assimilation: the individual gives up his or her own cultural identity and becomes absorbed into the host culture 3. Separation: the individual maintains his or her own cultural idneitty and jrects involvement with the host culture 4. Marginalization: the individual does not identitfy with or participate in either his or her own culture or the host culture
basic tenets of multicultural theory
-all behavior occurs in a cultural context -historical background -dubious beginnings -the systematic study of behavior, cognition, and affect in settings where people of differnt backgrounds interact basic assumptions of multculturalism: 1. tolerance 2. inclusion 3. respect 4. equity 5. sensitivity 1. MCT is a metatheory of counseling and psychotherapy 2. Both client and counselor have multiple identities at the individual, family, group, and cultural level. They are dynamic. a. African american, female, christian, and heterosexual identity 3. Cultural identity plays a major role in one's attitudes toward the self, others in the same group, others in different groups and the dominant groups 4. Therapy is most effective when the therapist takes into account the culture of the client when defining issues, setting goals, and developing treatment strategies 5. Therapist need to go beyond the traditional helping role of one-on-one therapy and be willing to integrate other things, such as indigenous forms of helping and community resources 6. Liberation of consciousness is the main goal, emphasizes the importance of expanding personal, family, group and organizational consciousness of the place of self-in-relation. Therapy draws on traditional methods of healing from many cultures Behavioral and cognitive interventions to reduce prejudice
how negative stereotypes develop
-can develop out of normal cognitive processes -this perspective suggests that ethnic minorities (and other numerical and identifiable minorities) are labeled with negative stereotypes because of an overestimation of negative behaviors that occur with their minority status -illusory correlation: -less benign and more malicious reason negative stereotypes are developed is the need of those in power to justify the suppression of those not of power -cognitive dissonance theory: social learning theory:
• Criticisms of models of identity development
-linear progression: not everyone starts at first stage -some people raised with positive racial identity messages -assume there is an ideal "healthy" place -generational relevance -over-emphasis on reaction to oppression -multiple identities (intersectionality)
McIntosh's understanding of white privilege
-men might say women are disadvanted but men don't admit they are privileged. This is why men's privilege cannot end. Whites are taught not to recognize white privilege. What people can be with white people most of the time. White people can move anywhere. Neighbors and people will be pleasant toward whites. Whites can go shopping without being followed. Tv and social media have a lot of white people. National heritage. Books in school are written by whites. Music of race represented is white. Staple food in supermarket is white. Hairdresser that can deal with white hair. Financial reliability. Protect children. Can swear and where second hand clothes. Don't really know how privileged white people are until you write them down. Privilege is really dominance because of one's race or sex. White people think racism doesn't affect them because they are not people of color and they do not see whiteness as a racial identity. Whites should use their power to try to reconstruct power systems on a broader base.
dimensions of identity development (think: MEIM-R)
-multigroup ethnic identity measure \-revised, assessing affiliation with one's ethnic group 1. I have spent time trying to find out more about my ethnic group, such as its history, traditions, and customs. 2. I have a strong sense of belonging to my own ethnic group. 3. I understand pretty well what my ethnic group membership means to me. 4. I have often done things that will help me understand my ethnic background better. 5. I have often talked to other people in order to learn more about my ethnic group. 6. I feel a strong attachment towards my own ethnic group ♦ Exploration subscale: ⁄ Add together items 1, 4, & 5; divide by 3 ♦ Commitment subscale: ⁄ Add together items 2, 3, & 6; divide by 3 ♦ Total ethnic identity: ⁄ Add all items together; divide by 6 ♦ No norms for this measure ♦ Exploration and Commitment Higher numbers = stronger exploration/commitment/feeling of identity
contact hypothesis
-physical contact with a member of a negatively-stereotyped group lessens the negative beliefs and feelings we hold about the individual and improves our attitudes and feelings toward the group as a whole. -should be someone with equal status. Should be with someone that is working towards the same goal or thing as you. Should reveal personal info about ones self. -can have indirect effects -"outgroups" when interacting with someone in an out group and you find common ground (ex: same favorite TV show) their groups fades away.
tripartite model of personal identity
-the understanding that our self-perceptions are made up of unique, individual aspects, aspects of groups to which we belong, and universal aspects of human beings -some ways we are like no other people, like some other people, like all other people -the model: individual, group, universal, levels of personal identity Individual: unique, genetic endowment, nonshared expierences -genetics, personality, expierences Group: similarities and differences: gender, socio-economic status, age, geographic location, ethnicity, disability/ability, culture, religious preference, amarital status, sexual orientation, race Universal: ability to use symbols, common life expierences, biological and physical similarities, self-awareness -biological, physical and common expireences, birth, death, love, fear, language
categorizations of race and ethnicity
...
• Berry's refugee career stages
1. Pre-departure: conditions that force refugees to flee their homelands 2. Flight: the eriod of transit away from the homeland 3. First asylum: first place where refugees settle 4. Claimant: the first country of potential resettlement 5. Settlement: the country of settlement 6. Adaptation: adjustment to the new country of settlement
big principals of diversity
1. people oversupply their social worlds, preferring "us" to "them" 2. people prefer to have their pre-existing social beliefs confirmed and supported, rather than challenged 3. people rely on prejudice and discrimination to meet basic needs for self-integrity and security 4. people's well-learned and automatic prejudices often overrule their intentions to be fair-minded -social inequality must overcome human nature to be effective
Harro's Cycle of Socialization
1. stage 1 (beginning) 2. stage 2 (first socialization) 3. stage 3 (institutional and cultural socialization) 4. stage 4 (enforcement) (results) 5. stage 5 (cure) 6. stage 6 (direction for change)
microassault
: a blatent verbal, nonverbal, or environmental attack intentionally discriminatory or biased Ex: using racial epithets, discouraging interracial interactions, deliberately serving a white patron before someone of color, displaying a swastika
low context communication
: is language-depedent: the language itself is the crucial aspect of the commincation, and context does not carry as much meaning -the mass of the info is vested in the explicit code -communication in US, Canada, German-Swiss, Germans, Scandinavians -direct communication: blunt communiation that is literal and to the point
social identity
: part of a person's self-concept based on perceived membership in a social group Ingroup: social group to which a person psychologically identiies as being a member Outgroup: is a social group with which an individual does not identify Ex: social class, family, football team
culture
: the values, beliefs, and practices of a group of people, shared through symbols, and passed down from generation to generation Narrow: limited to race, ethnicity, and/or nationality (more common one) Broad: any and all potentially salient ethnographic, demographic, status, or affiliation identities. Any of the important or meaningful ways in which we identify ourselves Ex: deaf culture
influences that may influence racial socialization
Age Gender Education Level SES Neighborhood Immigration Status Ethnic group Parent's Racial Identity
chicano identity development (Ruiz)
Causal Stage: acceptance of negative labels attached to Chicano/Latnio identify. May negative identity. Cognitive Stage: ethnic group membership associated with poverty and prejudice. The only means to escape is assimilation Consequence Stage: estrangement from Latino community/pressure to assimilate Working Through: distress from alienation from the Latino community. Increase in ethnic consciousness Successful resolution: integrated identity including positive attributes of Latino identity Assumptions: 1. Marginality has a high correlation with maladjustment 2. Forced assimilation produces negative expierences 3. Pride in one's own ethnic identity has a positive correlation with mental health 4. Pride in one's own ethnic results in freedom of choice
o Racial and Cultural Identity Development Model (R/CID; Sue and Sue)
Conformity: dominant culture as better/superior Dissonance: challenging belief that dominant group is superior Resistance and immersion: immersion in own cultural group; reject dominant culture with feelings of anger, guilt, and shame Introspection: less angry/distrustful of dominant group; less immersed in own group; appreciation of other groups Integrative awareness: balance/appreciation of own group and other cultural groups R/CID: general model that covers all forms of cultural identity and addresses how one relates to oneself, to others of the same culture, too thers of different cultures, and to the dominant cultural group
white identity development (Helms)
Contact: white people uninformed about realities of racism and privilege. "color-blind" -everything white is superior and everything minority inferior; racial and cultural differences don't matter Disintegration: exposure to people with different backgrounds brings racism to forefront. Incongruence with previously held notions -struggle to make sense of contradictions may lead to feelings of guilt, depression, anxiety, and helplessness, may lead to avoidance of members of minority groups Reintegration: conflict is resolved through retreating to comfort zone in white community -retreat into comfort and acceptance of own racial group and support white superiority (either passively or actively) Pseudoindepedence: acknowledge existence of some racism, but believe people of color should change, not dominant society -first phase in development of nonracist white identity; acknowledge existence of racism but see solution in changing blacks, not whites; impose white standards Immersion/emersion: more positive white identity is forming. Focus on letting go of racist attitudes. -more positive white identity begins to form; explore own culture; learn what it means to be white in diverse society; don't focus on changing blacks but on changing whites Autonomy: white people are comfortable with their identity and understand racism is connected to other forms of oppression -accomplishment of positive white racial identity; feel good about group but also find contact with individuals from other groups mutually enriching; acknowledge other forms of oppression beyond just racism, acknowledgement of privilege; act as allies who actively seek to combat discrimination -Helms assumes racist attitudes are a central part of being white and development of healthy white identity requires abandonment of racist ideas and definition of oneself as nonracist
egalitarianism
Encouraging children to value individual qualities over racial group membership. "If you work hard you have the same opportunities as everyone else." -Many parents encourage their children to appreciate the values and experiences of all racial-ethnic groups or to rear racially neutral children who notice people's individual qualities rather than their racial group membership
o Gay/Lesbian Identity Development (Cass)
Identity Confusion: begin to question sexual identity. First aware of being different Idenetity comparision: differences are more pronounced and thoughts and feelings about same sex peers are conscious Identity tolerance: individual recognizes their sexual feelings but attempts to hide them from others and from him/herself Identity Acceptance: no longer denying sexual feelings but lives in secret world-relegated to specific places Identity pride: person comes out-pride in sexual orientation and finds ways to celebrate this new voice Identity synthesis: one is able to integrate sexual identity with other identities. Positive self acceptance.
preparation for bias
Messages that promote youth's awareness of racial discrimination and provides ways to cope with it. "As a Black person you're going to have to work twice as hard as a white person to get ahead" "Some people may dislike you because of the color of your skin
cultural pride
Messages that teach youth about Black heritage, history, and traditions focusing on positive aspects to promote ethnic pride. "You should be proud to be Black" "Black is beautiful"
future directions
More research examining racial socialization among and across different ethnic groups Consider whether ethnic-racial socialization messages are used proactively or reactively Diversify research methodology to include longitudinal and mix-methods studies Understand racial socialization within the context of other parenting behaviors Examine racial socialization from non-parental figures
o Biracial Identity Development (Poston)
Personal identity stage: sense of self: sense of self is indepdent from racial group Choice of group categorization: pressure to choose one identity over the other Enmeshment/denial: feelings of guilt and self-hatred from choosing group Appreciation: broadening perspective and explore previously rejected side of heritage Integration: benefits of embracing both identities
promotion of mistrust
Practices that emphasize the need for wariness and distrust in interracial interactions.
o Black Identity Development (Cross)
Pre-encounter: accept the world according to the dominant culture. Internalized attitudes about white superiority. -devalute their blackness and idealize whiteness Encounter: significant events forces reevaluation of previous ideas about race -assassination of MLK Immersion/Emersion: Immersion in Black culture to the exclusion of majority group -idealize blackness; reject anything that's not black Internalization: positive sense of self identity but also acceptance of other cultures -comfort, security, acceptance of other cultures as well -moving from self-hatred to self -acceptance -nigrescence=the process of becoming black
outcomes influenced by racial socialization
Racial Identity Development Coping Mechanisms Psychological Well-being Self-Esteem Academic Outcomes Parents who socialized their pre-school children to be proud of their heritage reported fewer problem behaviors on the child behavior checklist (i.e. fewer internalizing and externalizing behaviors especially among boys) 2 Both cultural socialization and preparation for bias protect youth from adverse effects of discrimination on psychological outcomes. Outcomes of receiving cultural pride messages = always positive, but high frequency preparation for bias and cultural mistrust messages = sometimes related to maladaptive outcomes. Higher levels of overall racial socialization = higher levels of racial identity and fewer symptoms of depression.
silence about race
Silence about race has not typically been examined as an explicit dimension of ethnic-racial socialization, although failure to mention racial issues also communicates race-related values and perspectives to children.
marginalization
The act of pushing individuals or groups of people to the fringes of society; excluding or banishing. In a social and systemic sense, this is largely about stripping people of power, of their voices, and/or of their rights within the larger social system. Ex: exclusion of people with disabilities, use of language (men=people; only women=women); the assumption that the values, symbols, and world-view of the dominant culture are universal
bias in the usage
a bias introduced when a test is used in an inappropriate manner. Such as being administered in a language in which the test taker is not fluid in
stereotype threat
a fear that one will confirm the negative stereotype of a group to which one belongs in an area in which the individual excels --telling a female a test will determine gender differences on a math test, they will do worse than their male counterparts, if they are told it it just a math test they will perform at same level
microaggression
a small slight or offense that may be intentional but is mostly unintentional and does not harm that target of the offenses in any major way but can accumulate to be burdensome over time -brief and commonplace daily verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative racial slights and insults toward people of color Ex: that's so gay, no homo
collectivism
a social pattern in which individuals tend to be motivated by the group's or collective's preferences, needs, and rights when they come into conflict with those of the individual -family, coworkers, tribe, nation -are willing to give priority to the goals of these collectives over their own personal goals and emphasize their connectedness to members of these collectives ex: china
individualism
a social pattern in which individuals tend to be motivated by their own preferences, needs, and rights when they come into conflict with those of a group or collective in which the individual is a member -people view themselves as indepedent of collectives, are primarily motivated by their own preferences, needs, rights, and the contracts they have established with others, gives priority to their personal goals over the goals of others and emphasize rational analyses of the advantages and disadvantages to associating with others ex: US
assimilation
absorption into the dominant culture -is a two-way process, and the majority culture is changed as well as the minority culture.
cognitive internventions
address the same goal by changing how e thin kabout outgroup individuals.
microinvalidation
an action that excludes, negates, or dismisses the perceptions of the target person Ex: exclude, negate, or mollify the psychological thoughts, feelings, or experiential reality of a person of color. Ex; when Asian americans (born and raised in the US) are complimented for speaking good english or are repeatedly asked where they were born, when people of color are told that "I don't see color" or "we are all human beings"
symbolic racism
an issue that does not overtly involve race but is used to promote racism through issues that are associated with one racial group and not the white majority group even if the association is not real or is exaggerate -issue does not overtly involve race is used to promote racism Ex: stone mountain, flags, build the wall, modern way of being racist, blacks inferior to whites, say blacks don't work hard, discriminate against black people and they justify the discrimination, Obama from Kenya is a form of modern racism, as it is more subtle and indirect than more overt forms of racism -when confronted person might not think they are racist
illusory correlation
an overestimation of the co-occurrence of two minority events -ones sees a correlation between two things but there is none ex: spray tan people from new jersey, but there is no relationship, not true
microinsult
an unintentional behavior or verbal comment conveying rudeness or insensitivity Ex: convey rudeness and insensitivity and demean a person's racial heritage or identity "I believe the most qualified person should get the job, regardless of race" -when an employee of color is asked "how did you get your job?"
ally
are people who not only support and are accepting of folks who expierence marginalization and/or oppression, but who use their privilege to advocate for marginalized groups on a personal and systemic level -individuals who are on the upside of power and who cross a demographic boundary to advocate for those on the downside of power Ex: men standing up for women, whites standing up for blacks
colorblind racial ideology
attempt to pretend race and racism will not exist if people ignore race/ethnicity, color and power evasion. I don't see race
individual racism
behavior of individual members of one race/ethnic/gender group that is intended to have a differential and/or harmful effect on the members of another race/ethnic/gender group -Individual discrimination is when an individual member of a race treats a person of a different race negatively. When people counter claims of racism with "But Blacks can be racist, too!" this is what they mean. Anyone can hold a negative attitude toward a different race and act on that attitude.
stage 1 (beginning)
born into the world with mechanics in place. No blame, no consciousness, no guilt, no choice. Limited information, no information, or misinformation. Biases, stereotypes, prejudices, history, habit, tradtion. -agent and target groups
social inequality
can be defined in comparative or absolute terms -comparative: occurs when people from some social groups have vastly worse life outcomes (ex: less income, poorer health/healthcare, poor education) than people from other groups
covert racism, intentional
can be intentional or unintentional -subtle deniable racism -occurs when people are aware that they are acting in a racist manner but try to disguise their true intent with a plausible story
Although stereotypes can be so well learned and familiar that they operate almost by themselves to shape our behavior, much research shows that even automatic stereotypes and prejudices can be suppressed and
changed
pervasive
come from sources all around us
high context communication
communication in which the context conveys much of the meaning -determined by context or societal rules that are internalized -most of the info. Is either in the physical cotext or internalized in the person, very little is in the coded, explicit, transmitted part of the message -the mother from the lower class family know that the mother from the higher class family disapproved of the marriage? She used context. Bananas and tea don't go together. -China -allows people to avoid confrontations -direct questioning is considered to be a sign of immaturity because it causes both parties to lose face -indirect communication: communication that relies upon context and the receiver's ability to draw inferneces
aversive racism
covert, unintentional discriminatory behavior practiced by indiivduals who would deny being racist and who would be appalled to realize that they were engaging in racist acts -covert, unintentional discriminatory behavior who would deny being racist -knowing all people are equal but not treating them equal. picking an asian kid to help you in math.
racism
discriminatory behavior that is backed up by institutional power
covert, unintentional racism
discriminatory behavior that is unintentional but serves to perpetuate ongoing racist acts or traditions -serves to perpetuate ongoing racist acts or tradtions
stage 2 (first socialization)
from the moment we are born we start to be socialized. Taught on a personal level by parents, family members, teachers, people we love and trust. They shape our expectations, norms, values, roles, rules, goals/dreams. -these people shape our self-concepts and self-perceptions, the rules we follow, the roels we our taught to play, our expectations for the future and our dreams. Ex: Boys don't cry; girls don't play in the dirt; they are better than we are (or we are better than they are); don't worry if you break the toy, we can always buy another one. Don't tell people that your brother has Autism, it's embarrassing. Don't kiss other girls, you're supposed to like boys.
covert, intentional
individuals are aware they are acting in a racist manner but try to disguise their true intent
racial socialization (presentation)
is broadly used to describe the process by which parents transmit implicit or explicit messages about race to younger generations. Racial socialization is common among African American families and other ethnic minority families and messages given in childhood remain salient into adulthood.
past racism
is overt and vicious
power
is they key that locks the system of racism and any system of oppression in place Ex: white men
consistent
it follows a predictable, consistent pattern
internalized oppression
learned helplessness, reinforcing stereotyping
socialization
lifelong process by which we acquire the habits, beliefs, norms, and knowledge of a society, culture, or other group. 1. pervasive 2. consistent 3. invisible
availability heuristic
mental shortcut or rule of thumb used for making calculations or assessments of sometimes complex circumstances Ex: blacks need to work harder. only say that because maybe you live in a place where you see a lot of black homeless people.
cultural pride
messages that teach youth about heritage, history, and traditions focusing on positive aspects to promote ethnic pride
overt racism
open, hostile acts of discrimination intentional and/or obvious harmful attitudes or behaviors towards another minority individual or group because of the color of his/her skin Ex: KKK
refugee
people who are forced to move from their homelands because of war or political oppression. The decision to move is almost immediate, taking days, hours, or even minutes, which does not allow these people to prepare for the move or to begin the acculturation process because they do not usually know which country they will finally settle in.
immigrant
people who move to another country voluntarily. The decision to move can take weeks, months, or even years, which allows these people to prepare for the move and to begin the acculturation process before the move.
structural racism
policies of institutions and the behavior of the individuals who implement these policies are race/ethnic/gender neutral in intent but which have a differential and/or harmful effect on minority race/ethnic/gender groups -excludes minorities from social institutions Structural discrimination refers to policies of dominant institutions that are intended to be neutral but in effect hurt or differentiate between races. Many would say that voter ID laws are a form of structural discrimination because Black people disproportionately don't have, and can't get, state IDs.
institutional racism
policies of the dominant race/ethnic/gender institutions and the behavior of individuals who control these institutions and implement policies that are intended to have a differential and/or harmful effect on minority race/ethnic/gender groups -racism in the social and poltical relm, targeted and discrimnated against based on race -Institutional discrimination refers to dominant (White-run) institutions (legal system, schools, housing, corporations) whose policies intentionally differentiate by race or harm members of a certain race. Many see the Trayvon Martin case not as a matter of George Zimmerman being a racist but of a legal system that will set free a person perceived as White if his victim is Black. So institutions can be discriminatory at the level of one store or court or the entire system can be corrupt. Note that any particular person in the system doesn't have to be racist for the system to be discriminatory.
privilege
power and advantages benefiting a group derived from the historical oppression and exploitation of other groups Ex: white privilege
advocacy
public support for or recommendation of a particular cause or policy Ex: protesters, picket lones, phone banks, knocking on doors
modern racism
racism is disguised and subtle
stage 3 (institutional and cultural socialization)
reinforced with messages from institutions, schools, media, religious institutions, legal system, mental healthcare, medical care, song lyrics, language, and on conscious and unconscious levels. messages we heard at home get reinforced by the institutions we interact with. Ex: at school we might learn that girls are good at English and boys are good at science, tennis is a sport for white people, the kids who drop out of school are from the south side of town, kids who learn differently get put in special education, and it's okay to tease the boy who acts like a girl. We learn all kinds of rules and roles that are usually not fair but are very enforced.
target groups
relatively less power and privilege, and these groups are often marginzalized and disenfranchised Ex: women, racial and ethnic minorities, immigrants and refugees, LGBTQ, disabled people, elderly people and people living in poverty BOTH groups: agent groups and target groups are dehumanized by being socialized into prescribed roles without their awareness or permission.
stage 4 (enforcement stage)
rewards and privileges for maintaining rules and roles. Punishments for going against conventional messages. -people don't do what they want because they are rewarded for going with the flow. Stage 4 (Results): Target identity: anger, feeling silenced, dissonance, low self-esteem, stress, hopelessness, disempowerment, internalized oppression Agent identity: guilt, fear of payback, collusion, self-protection, stress, ignorance of target, limited worldview, dehumanization, perpetuated oppression Internalized oppression= learned helplessness; reinforcing stereotyping -perpetuating the system by being apart of it -people do nothing. It has been like this forver so people just let it happen. We perpetuate the cycle.
white standard
see whites as the standard against which all others are measured -if ethnic minorities are measured as different from the white standard, that difference is seen as deviant or deficient -those diverse groups that are closer to the white-euro American standard are deemed to be higher up in the heriarchy of groups and more acceptable to the majority, whereas those who are farther away from the nnorm are deemed less aceeptable. Ex: standardized tests, when "blacks" act white
ecological fit/ecological context
similarity of the social and cultural environments between an immigrant's country of origin and hew host country Ex: immigrants and refugees moved from a known to an environment to an unknown environment
bottom line: stereotyping, prejudice, and discrimination create, or atlas sustain
social inequality
absolute
social inequality occurs when the members of a group do not have some minimum amount of opportunity and resources to make a decent life (ex: a living-wage job, safe and affordable housing) regardless of what the richest groups of society have
racial socialization messages
the developmental processes by which children acquire the behaviors, perceptions, values, and attitudes of an ethnic group and come to see themselves and others as members of the group. -messages: as specific verbal and non-verbal messages transmitted to younger generations for the development of values, attitudes, behaviors, and beliefs regarding the meaning and significance of race and racial stratification, intergroup and intragroup interactions, and personal and group identity Ex: "you will have to work harder because you are black" "you are black and beautiful"
acculturation
the expierences and changes that groups and individuals undergo when they come into contact with a different culture -occurs when the minority culture changes but is still able to retain unique cultural markers of language, food and customs. Acculturation is also a two way process as both cultures are changed.
locus of control
the focus of control over outcomes of one's life, be it internal control or external control -internal: people who they think control their life. ex:I didn't get the job because I am a failure. -external: people who think they dont control their lives, attribute their failures to everyone else. ex: I didnt get hte job you of you, because they are stupid
locus of responsibility -I, I -E, I -E,E -I, E
the focus of responsibility for one's position in life, be it internal feelings or responsibility or external, societal responsibility ----INTERNAL LOCUS OF CONTROL AND INTERNAL LOCUS OF RESPONSIBILITY- have control of lives based on attributes, dominant view in US ---- EXTERNAL LOC AND INTERNAL LOR- have little control over their lives yet accept the dominant society's view that they are responsible for their position ----EXTERNAL LOC AND EXTERNAL LOR- little control over their lives and also feel that they dominant societal system is against them ---INTERNAL LOC AND EXTERNAL LOR- they have high personal abilities and could control their lives if the system of oppression and racism were not preventing them from realizing their full potential
intersectionality
the meaningful ways in which various social statuses interact (ex: race, gender, social class) and result in differing expierences with oppression and privilege -we all have more than 1 identity, one is not better or worse than theother Ex: I am a jewish tall women
ultimate attribution error
the tendency to ascribe the cause of a behavior to dispostitional characteristics of the group rather than to an individual member -when attributions are directed toward individuals who represent a particular group, the internal and stable attributions are ascribed to the group members instead of just the individual Ex: if Bobby were AA child, an ultimate attribution error would be to say that " AA children are so aggressive" instead of limiting the aggression to Bobby.
fundamental attribution error
the tendency to overestimate dispostional (internal, stable) causes of behaviors and to underestimate external causes of behaviors. Ex: bobby is an aggressive child before we believe any of the other three possible explanations of his behavior -assessment may or not be an error, but if we ignore possible external reasons for certain behaviors, then we may be committing this error -more of a western thing
etic perspective
tries to find commonalities across cultures -it examines cultures from the outside to build theories that develop universal aspects of human behavior -culturally universal perspective -of a culture is the perspective of an outsider looking in. For example, if an American anthropologist went to Africa to study a nomadic tribe, his/her resulting case study would be from an etic standpoint if he/she did not integrate themselves into the culture they were observing.
social learning theory
we learn stereotypes from parents, significant others, and media. -through observation, imitation, modeling
stage 5 (core)
what keeps us from doing something. Fear, ignorance, confusion, and insecurity. It is the fear and insecurity that is at the core of this cycle of socialization. -it is the fear and insecurity that is at the core of this cycle of socialization. We lack the confidence and knowledge to really take action and make a change. However, when hope and strength and connection to other people are allowed to grow, there is an opportunity for change
cognitive dissonance theory
when two cognitions are in conflict, a person will be motivated to change one of them to reduce the unsettled feelings caused by the discrepancy ex: when a person smokes but known smoking is bad for them. when someone allows one to be racist towards them but allows it because they dont want conflict
cultural socialization
which refers to msgs that teach youth about Black heritage, history, and traditions focusing on positive aspects to promote ethnic pride. These range from celebrations of cultural holidays and visits to museums, to the foods, languages, artifacts and books in families' homes, to explicit discussions about ethnic identity and pride as well as the importance to valuing cultural diversity.
agent groups
would be dominant or privileged groups that are considered the "norm" and have more social power. Ex: men, white people, middle-and upper class people, able-bodied people, cisgender people and geterosexual people
silence
• 20 - 50% of parents avoid any mention of race in discussions with their children
bias in the user
• a bias in the interpretation of a test when the test user has a particular perspective or bias that may disadvantage a person or group o Blacks have an increased chance of getting diagnosed as schizophrenic -people in samples are usually healthier, than the same of their people so it is not representative
preparation for bias
• messages that promote youth awareness of racial discrimination and provides ways to cope with it -you have to do better and work harder because yo uare black
promotion of mistrust
• practices that emphasize the need for wariness and distrust in interracial interactions -dont intermingle